Abstract
Purpose. The purpose of the study was to describe the types of resistance factors, as outlined in Checklist for Change (Harvey 1995), used by public school site principals exhibiting a dominant motive (achievement, affiliation, power), as outlined by the McClelland-Atkinson formulation in Motivation and Organizational Climate (Litwin and Stringer 1968). Methodology. This study was based on survey and causal-comparative (ex post facto) descriptive research methods. In the fall of 2001, survey data were collected from 350 California unified school district principals to describe the dominant types of resistance factors used within dominant motive group(s). Significant differences were measured by the analysis of variance (ANOVA) and Scheffé's F procedure for post hoc comparisons. The researcher-constructed instrument utilized two previously constructed instruments. Findings. Responses to the survey instrument generated descriptive data about these principals. The data were separated into change resistance and motive variables. The change resistance variables included lack of ownership, lack of benefits, increased burdens, lack of top-brass support, loneliness, insecurity, norm congruence, boredom, chaos, superiority, differential knowledge, lack of recognition, sudden wholesale change, failure, centralized structure, and formalized structure. The motive variables used were power, achievement, and affiliation. The data indicated that there were no significant differences between the motive groups and the degree to which they would employ the change resistance strategies. This was especially true for the achievement motive. The power motive had a significant difference for the strategies of boredom and centralized structure. The affiliation motive indicated a significant difference for the change resistance strategies of insecurity, and chaos. Conclusions. Southern California principals appeared to be concerned about workload versus benefits and school cultural issues when considering resistance to a proposed change. In this study there appeared to be no significant differences in the types of resistance strategies employed and the three different change scenarios. In addition, this study revealed no significant differences between the resistance factors employed and the three major motive groups of power, achievement, and affiliation.